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Elementary education 2013-14
 

Elementary education 2013-14

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Thoughts about implementing RTEA now.

Thoughts about implementing RTEA now.

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    Elementary education 2013-14 Elementary education 2013-14 Presentation Transcript

    • ELEMENTARY EDUCATION INDIA 2013-14 Our thinking, expectations
    • After independence the Directive Principles of State Policy in the Constitution provided that "the State shall endeavour to provide for free and compulsory education for all children up to the age of 14 years". In its education report for 2004, UNESCO ranked India at 105 (out of 127 countries) in its Education for All Development Index (EDI). To tackle the problem of high dropout rate and bring in outof-school children, the government had to take measures to make educational opportunity available to all children in the age range of 6-14 years.
    • The government tried to make schooling more attractive by introducing policies like mid-day meals, school adoption programs (by better off private schools and nongovernmental entities) and inviting private sector (particularly Information Technology industry) to participate in such an endeavour. A public-private partnership has the potential of optimising existing resources, as the public sector plays the role of enabler and facilitator, and the private sector contributes its expertise, technology and management practices.
    • The Sarva Shiksha Abhiyan (SSA) was to provide useful and relevant elementary education for all children in the 6 to 14 age group by 2010. SSA had two aspects – I) It provided a wide convergent framework for implementation of Elementary Education schemes; II) It was also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education. All investments in the elementary education sector from the State and the Central Plans was to reflect as part of the SSA framework.
    • Sarva Shiksha Abhiyan took note of the fact that provision of elementary education was largely made by the government and government aided schools. There are also private unaided schools in many parts of the country that provide elementary education. Poorer households are not able to afford the fees charged in private schools in many parts of the country. There are also private schools that charge relatively modest fees and where poorer children are also attending. Some of these schools are marked by poor infrastructure and low paid teachers.
    • The Right of Children to Free and Compulsory Education Act, or Right to Education Act (RTE), was hailed as a landmark bill in 2009 when it was passed by parliament August 4 2009. The Act dictates that all children between the ages of 6 and 14 are entitled to free and compulsory education. The Act also states that 25 per cent of admissions in all private unaided schools will be provided free of cost to children from underprivileged homes in neighbouring areas.
    • Supreme Court upholds R T E Act On April 12, 2012, the Supreme Court upheld the validity of the RTE Act and made it clear that its would be implemented across the country. The court, however, exempted private unaided minority schools (such as schools run by religious institutions) from the Act stating that it would “infringe the fundamental freedom” of such schools. The Karnataka government, through its Budget, had also stated that the RTE Act would be implemented from the academic year 2012-2013.
    • Quality education is an integral part of access and must include quality with respect to: (1)the education process (including quality curricula and reasonable class sizes); (2) adequate and safe infrastructure and learning and teaching resources; and (3) interventions that mitigate non-school factors impacting teaching and learning.
    • A narrow approach to learning can result in the degrading of other school subjects and essential skills, values and relations, forcing teachers to „teach to the test‟. Numeracy and literacy achievement are important, but they should be understood as necessary but not sufficient to developing cognitive capabilities, including critical and higher order thinking.
    • Capabilities that foster innovation and build character are also crucial education outcomes, including: creativity, curiosity, civic-mindedness, solidarity, self-discipline, selfconfidence, compassion, empathy, courage, selfawareness, resilience, leadership, humility, peace, and more. The primary site of assessment should be the classroom where teachers assess student learning in order to inform and improve teaching strategies.
    • Problems posed by RTE • Three years after the Right To Education (RTE) came into force, nearly 20% of government schools were yet to have professionally competent teachers, according to a study conducted by the HRD ministry. • The study for 2012-13 revealed that the percentage of professionally educated teachers in government schools was around to 81%, just one per cent up from the previous year. • The RTE Act, which came into force three years back, mandates states to have professionally-qualified teachers in all schools within five years.
    • The report showed improvement in school infrastructure during the three year period, with percentage of schools with girls toilet facility going up to 69% and percentage of primary schools with single classrooms in government schools coming down from 40% to 29%. It is unlikely that gender parity in primary and secondary education will be achieved by 2015. Thus, particular attention needs to be paid to gender parity across all priorities within the global development framework.
    • M.K. Gandhi: By education I mean an all-round drawing out of the best in child and man - body, mind and spirit, Literacy is only the means where by man and woman can be educated. Begin the child‟s education by teaching it in addition to literacy, a useful handicraft and enabling it to produce. I hold the highest development of the mind and the soul is possible under such a system of education.
    • However, the Right to Education Act is more about Right to Schooling than the Right to Education. It focuses heavily on inputs whereas learning outcomes have not been addressed. It is unlikely to improve mass education because there is no focus on quality.” Arun Kapur, Director Vasant Valley School
    • The Right of Children to Free and Compulsory Education Act came into force on April 1, 2010. • It describes the modalities of the provision of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution.